1. National Evaluation of Early Reading First: Final Report to Congress

Source: Institute of Education Sciences, U.S. Department of Education - June 4, 2007

The National Evaluation of Early Reading First: Final Report to Congress describes the impacts of the Early Reading First program on the
language and literacy skills of children and on the instructional content and practices in preschool classrooms. The main findings show that the program had positive, statistically significant impacts on several classroom and teacher outcomes and on one of four child outcomes measured. The program had no effect on children's phonological awareness or oral language. For more information and to download the report go to http://ies.ed.gov/ncee/pubs/20074007.asp

2. Part C Technical Assistance: State Approaches

Source: Project Forum at NASDSE - June 5, 2007

The Center to Guide Personnel Preparation, Policy and Practice in Early Intervention and Preschool Education recently conducted a study of technical assistance systems for personnel working with infants and toddlers with special needs and their families. Project Forum has summarized the Center's findings as they pertain specifically to Part C of IDEA. The document is available online at http://projectforum.org/docs/PartCTechnicalAssistance-StateApproaches.pdf

3. Materials and Webcast from the National Summit on America's Children

Source: National Summit on America's Children - June 8, 2007

The National Summit on America's Children took place on Tuesday, May 22nd on Capitol Hill. The day-long session convened national experts and academics on recent scientific findings and how they relate to early childhood development. The purpose was to look at how federal policies can take advantage of and support the most relevant research on how children grow and learn. A webcast and materials from the Summit are now available online at http://speaker.gov/issues?id=0032

4. Supporting Growth and Development of Babies in Child Care: What Does the Research Say?

Source: Center for Law and Social Policy - June 8, 2007

A new brief from the Center for Law and Social Policy (CLASP) and ZERO TO THREE outlines research to demonstrate that state policies can promote the quality and continuity of early childhood experiences and positively impact the healthy growth and development of babies and toddlers in child care. It is available online at http://www.clasp.org/publications/supporting_babies.pdf

5. Opening Doors: Technology and Communication Options for Children with Hearing Loss

Source: Office of Special Education and Rehabilitative Services, U.S. Department of Education - May 30, 2007

The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) recently released an updated version of Opening Doors: Technology and Communication Options for Children with Hearing Loss, and a new Spanish version, Que se abran las puertas: Opciones de tecnología y comunicación para los niños con pérdida auditiva. These publications provide background on early intervention, the use of technology and other support available to children with hearing loss and their families. They are available online at http://www2.ed.gov/about/offices/list/osers/products/opening_doors/index.html

6. Interview with Early Literacy Expert Susan B. Neuman

Source: Reading Rockets - June 8, 2007

In a recent interview with Reading Rockets, early literacy expert Susan B. Newman argues that just reading often with young children is not enough — content is important, too. She discusses her recent publication, A Parent's Guide to Reading with Your Young Child, and offers tips for choosing books. A transcript of the interview is available at http://www.readingrockets.org/articles/15573

7. Moderately Premature Birth Can Mean Problems in Kindergarten and Grade School

Source: Stanford News - May 9, 2007

A new study from the Stanford University Medical Center shows that children born four to eight weeks premature are more likely than full-term peers to struggle in kindergarten and grade school. Researchers used the Early Childhood Longitudinal Study-Kindergarten Cohort to compare 1,000 premature children with 13,000 children born full term. For more information go to http://news-service.stanford.edu/news/2007/may9/med-premature-050907.html .

The Early Childhood Technical Assistance Center

eNotes is compiled and distributed by the Early Childhood Technical Assistance Center (ECTA Center), pursuant to cooperative agreement H326P120002 with the Office of Special Education Programs, U.S. Department of Education (ED). Grantees undertaking projects under government sponsorship are encouraged to express their judgment in professional and technical matters. Opinions expressed do not necessarily represent the Department of Education's position or policy.